5.+Example+Chart


 * **Skill** || **Used when interacting with students** || **Used when interacting with colleagues and parents** ||
 * Active Listening || Is important when interacting with students, so they feel valued and included and consequently, will be more engaged in the classroom. It will further help to ensure students have interpreted information correctly. When a teacher repeats or rephrases a student's response they are able to confirm that learning has taken place and affirms students confidence in their knowledge. If there is a discrepancy between the communications, active listening will highlight this so any misconceptions can be corrected immediately. || Active listening will help to strengthen working relationships between teachers, by assuring that the talker is being valued by the listener. This could be extremely important if a relationship is strained or has come into conflict. For example, if there is a dispute within a faculty regarding curriuculum content, negotiation will be easier if both parties feel their views, or even just their presence in the conversation, is being repsected by the other. Further, by actively listening to another person, the listener may be surprised by the validity of another persons argument. If they are more open to listening, they may in fact be more open to alternatives presented. ||
 * Respectful Disagreeing || Students may express views that differ to the teacher's. Although the teacher may not agree with them, it is important that they still show respect for the student's opinion, which can be done by employing the skill of respectful disagreeing. For example, the class is discussing how much homework they should be given, students may express views differing to the teachers. It is important to show respect for the students views by saying that they raise and interesting point and explaining how it is valid, but then explaining why they believe their view to be more effective that this. || Parents may confront the teacher with different views on what should be taught, or that things should be taught in a different manner. In order to not cause an argument, teachers can use respectful disagreeing so as to be able to explain their view and why their uphold it. For example, a parent may disagree with an aspect of the curriculum, such as that religion should not be taught in any classes. In response, the teacher could say that they agree with the parent in that religion should not be taught as "the truth" or the only way of looking at the world and events, but that it is such an ingrained part of society that students should be given a basic understanding so they can form their own opinions on the topic. ||
 * Including Others || When interacting with students it may be simple to include them through assigning members to certain groups rather than allowing them to choose their own groups as this may lead to students being left out. They may also be included in how they are going to learn through offering them a list of tasks and allowing them to choose the order, in this way they are included in the processes of their learning within the classroom. || With colleagues, it may be helpful to question new staff and initiate them into discussions within faculty meetings in case they may feel uncomfortable speaking up in front of the experienced teachers. With parents it may also be beneficial to include them in students learning, so through the use of reading logs, diaries and such allowing them to write notes to you and you to them to make sure they understand they are as much involved in the childs learning as possible rather than just a witness. ||
 * Negotiation || Depending on the situation, sometimes it can be appropriate and effective to negotiate punishments with students. For example, a student is completing work for one subject in a completely different class and the student refuses to put the other work away upon request. The teacher of this class could negotiate with student whether they come back at lunch time to complete whatever work for this subject they have not completed due to completing the other work, or whether they hand up their other work and receive it back at a time decided by the teacher. || In a faculty meeting, two teachers have differing views on how a unit of work should be assessed. The two teachers would need to come to a solution where both were at least partially satisfied. In order for this to happen both teachers would need to see the value of each type of assessment and the skills that they help develop. An example of a possible solution could be that this unit of work is assessed in accordance with one teacher’s idea, but the next unit is assessed according to the other teacher’s idea so that both skills are being developed. Another example could be that one is used as formal assessment and the other as informal assessment. ||